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ERIC Number: EJ1169940
Record Type: Journal
Publication Date: 2018
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0013-1911
Interventions in Higher Education and Their Effect on Student Success: A Meta-Analysis
Sneyers, Eline; De Witte, Kristof
Educational Review, v70 n2 p208-228 2018
This article provides a meta-analysis on the effect of academic probation, student-faculty mentoring and need-based grants on various student outcomes. Using 25 (quasi-) experimental studies, we find that academic probation has a significant negative effect on retention (d = -0.17), while it does not have an effect on graduation. Student-faculty mentoring, however, has a positive significant effect on both retention (d = 0.15) and graduation (d = 0.10). Need-based grants are proven to have a positive significant effect on enrollment (d = 0.05), retention (d = 0.05) and graduation (d = 0.05). Based on the general effect sizes of each intervention, student-faculty mentoring has the largest influence on student outcomes. The latter intervention improves retention and graduation of the treatment group by, respectively, 8% and 5% compared to the control group.
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands; Canada; United States
Grant or Contract Numbers: N/A